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Urban Teachers Lesson Planning Template

 Grade Level: 5th grade Subject: Mathematics Date: 06/14/2017 Materials: • Blue tape (create regular and irregular shapes in hallway) • PowerPoint Presentation with the Measurements of each shape in hallway • Link to video (perimeter and area): https://www.youtube.com/watch?v=Tpy09HOkHyI • Area and perimeter anchor chart • Chart Graphing paper • Grid for dream house • Instructions and worksheet for dream house • Kahoot! Questions (set up on iPad or any classroom technology to complete) • Questions for station 1 • Dice for station 2 (roll the dice and draw the area) • Kid watching tool Lesson Component What will you do? / What will students do? Standard(s) (C.1) TEKS 5.4H: Student will represent and solve problems related to ● What standard(s) does this lesson address? perimeter and/or area and related to volume. ● How do you know the students need this lesson? ELPS ● Unpack the standard(s) by identifying the strategy(ies) or skill(s) 1.C: Student will use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary 3.A: Student will practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible Lesson Objective (C.1, A.3) Students will be able to represent and solve problems of perimeter ● Objectives must be and area. ➢ specific-(clearly defined learning) ➢ measureable-(assess student achievement) Modification for math computation exceptionality • Student will be able to represent and solve problems of ➢ aligned with standard(s) perimeter. ➢ rigorous (written with verbs for expectations of high rigor) ➢ posted shared aloud with students Assessment (B.1, B.2,C.1, Given 4 problems, the students will be able to represent and solve problems of perimeter and area with 75% to 100% of accuracy. C.2) ● How will students demonstrate their mastery of the objective? Modification for math computation exceptionality ● What evidence will you • Given 2 problems, the student will be able to represent and
 collect to assess understanding? solve problems of perimeter with 50-100% of accuracy. ● Are assessments differentiated for diverse learners? ● How will the data inform tomorrow’s lesson? Connect and Engage (A.2, The teacher will have the students review perimeter and area by measuring squares in the hallway outlines by blue tape. B.1, C.1) ● How will you gather background knowledge and make connections to previous learning? • Review of definition of perimeter and area • Review of vocabulary (ELPS 3.A) o Perimeter, area, side, length and width ● How will you hook the students? o Refer to word wall (with pictorial representation) The teacher will give the students 7 minutes to work with a partner 15 minutes or trio to measure the squares, rectangles and irregular shapes at a voice level of 2. The teacher will circulate and check for understanding. Anecdotal notes will be taken to address any misconceptions. • After the 7 minutes, the teacher will review the different shapes and display the correct answers on a PowerPoint presentation. For ELL students: teacher will pair student with a student that is more fluent in English to address any misconceptions. The teacher will have the student view two videos to reintroduce the concept of the day and why it was important to review perimeter and area together before we get started. - Link (perimeter and area): https://www.youtube.com/watch?v=Tpy09HOkHyI Accommodation: captions will be displayed for students with auditory exceptionality Teacher Modeling (A.1, A.2, The teacher will introduce that the students will be creating their own dream house in groups of 4for the first portion of the lesson to help them with perimeter and area. The teacher will explain all B.1, B.2, C.1, C.3, D.1, D.2, D.3) ● A brief teacher directed the things that can be added to the house once they understand what they are going to do. The teacher will review perimeter and area anchor charts to reintroduce the vocabulary. After the teacher models the technique, she will perform a think aloud to support lesson aligned to the objective. ➢ Model thinking using think-alouds. ➢ Engage students using turn and talk or other student response checks to monitor understanding. students in understanding how to break down between perimeter and area. Modeling of living room of measurements of 15 feet by 15 feet (perimeter and area) ➢ Utilize organizational tools (anchor charts, process charts, graphic organizers) The teacher will model how to build the floor panel of the house. • Start with regular area, delineating the living room of the

when appropriate.

15 minutes

house (find the perimeter set up the equation), follow with solving for perimeter.

o Refer to anchor chart and check for understanding

Follow with finding the area of the living room (set up the equation and solve)

o Refer to anchor chart and check for understanding

The student will be directed to work with their partners and draw the pictures out. Once the teacher completes the modeling, the teacher will ask one student to explain the process of perimeter and another to model the process of area. (ELPS 1.C and 3.A)

The teacher will continue by adding another room with a different color, making the layout a composite polygon.

Find and solve for the perimeter of the whole house by adding all the sides (set up the equation and solve)

o refer to anchor chart and check for understanding

Follow with finding area by breaking the composite polygons into two regular polygons to find the area of the composite polygon

o refer to anchor chart and check for understanding

The student will be directed to work with their partners and draw the pictures out. Once the teacher completes the modeling, the teacher will ask one student to explain the process of perimeter and another to model the process of area. (ELPS 1.C and 3.A)

 For ELL students: teacher will pair student with a student that is more fluent in English to address any misconceptions. Guided/Collaborative Guided Practice The teacher will explain to the students that they are going to work in groups of 4 to create a dream house. The students will be given Practice (A.2, B.1, B.2, C.1, C.2, C.3, D.1, D.2, D.3) ● Identify guided practice needed before releasing students to practice on their own 15 minutes to work on the layout and find the perimeter and area of each portion of the house and the total perimeter and area independently at a voice level of 2. The students are expected to ● Consider show their work using the standard algorithm and pictorial ➢ Cooperative groupings representation. Each student will have a role in the group. - Roles ➢ Conceptual difficulties that might arise and how will you address them o Scribeà standard algorithm (1), time keeper (1), scribeà pictorial representation (1), presenter (1) - Materials per group ➢ How students can initiate discussion o Chart graphing paper, markers, Grid for dream house, Instructions and worksheet for dream house, manipulatives (if needed) ➢ How tasks are differentiated ➢ How the tasks advance students’ understanding and learning The teacher will circulate to check for understanding and address any misconceptions. Based on observation, the teacher will choose the two groups that will present each problem. - anecdotal notes on a kid watching tool ➢ Ways to check for understanding or need for further support Guided: 20 minutes Stations: 15 minutes The two groups chosen will have their presenter go to the board and explain how they solved the perimeter and area of the total house (ELPS 1.C and 3.A). ELLs and students with exceptional needs will be working with students that will provide support in understanding the concept Accommodations: struggling learners and ELLs students will be allowed to use manipulatives and pictorial representations to support their thinking (ELPS 1.C) Stations Based on the results from the guided practice, struggling students will be placed in the teacher-led station to review the concept on more time. If needed, their partner from the guided practice will follow as the support was beneficial for the student. The teacher will explain each of the stations to check for understanding and address any misconceptions before the students are released. Station 1 (Teacher led): review of perimeter and area by using the anchor chart
 - students will work in pairs or trio to solve one problem and discuss in whole group and then they will work independently on another world problem students will work with pictorial representation to support the result from the standard algorithm (ELPS 1.C) Station 2 (Independent Work): Roll dice and draw the area - - Student will be given 2 die and graph paper to practice the area model for multiplying as it is used in both perimeter and area. The students are expected to read the instructions before starting. Independent Practice (A.1, The teacher will give students 16 minutes to complete 4 problems A.2, A.3, B.1, C.1, C.2, C.3) will division of fractions and whole numbers at a voice level of 0 ● What opportunities will students have to use the new skills/concepts in a meaningful way? through the use of Kahoot!. - The teacher will give the students think time for each question before they are expected to answer. ● How will students demonstrate their mastery of the objective? Accommodation: students will be allowed to use manipulatives or pictorial representation to support the standard algorithm. 16 minutes Modification: student(s) with a math computation exceptionality will only answer questions 1 and 3 with extra time to answer the question. The questions in the Kahoot! will be attached below. Closure (A.3, B.1, D.1, D.2, The teacher will ask the students to discuss with their small group the difference between perimeter and area for 3 minutes before the D.3) ● Assessment of student learning including student reflection on what was learned which may include one or more of the following: ➢ Connections to previous learning class comes together for a whole group discussion. - check for understanding through a first of five ➢ A review of the objective and if it what achieved ➢ An exit slip or other means of informal assessment ➢ Student sharing and peer feedback ➢ Celebration of learning

Guided Practice—Grid for Dream House

Station 1

1)

2)

Betty wants to put a border around the ceiling of her room. The ceiling is in the shape of a square. The length of one side of the ceiling is 25.8 feet. How many feet of border will Betty use? Show your work.

Rick’s Gym builds a swimming pool and deck in the shape of a rectangle, as shown.

- What is the perimeter of the pool at Rick’s Gym

- What is the area of the deck at Rick’s Gym?

Station 2—Roll the Dice and Draw the Area

Kahoot! Questions

1)

Phoebe divided her rectangular vegetable garden into three sections, as shown in the drawing below.

- The potato section is a square with a side length of 7 meters

- The carrot section is a square with a side length of 5 meters

What is the area, in square meters, of the corn section of Phoebe’s garden?

 a) 10 square meters b) 14 square meters c) 84 square meters d) 35 square meters 2) The side length of a square is 20 millimeters. Which statement about this square is true?

a) The perimeter of the square is 400 millimeters, because 20 x 20 = 400

b) The perimeter of the square is 80 millimeters, because 20 x 4 = 80

c) The area of the square is 40 square millimeters, because 20 x 2 = 40

d) The area of the square is 80 square millimeters, because 20 x 4 = 8

3) Each wall in Zach’s bedroom is 11 feet long and 8 feet high. Zach paints 3 walls of his bedroom orange. How many square feet does Zach paint orange?

a) 88 square feet

b) 264 square feet

c) 57 square feet

d) 352 square feet`

4) The side lengths of a field are shown below.

- What is the perimeter of the field?

a) 1.41 mi

b) 3.18 mi

c) 3 mi

d) 2 mi

Kahoot! Questions (Modified)

2)

a) The perimeter of the square is 400 millimeters, because 20 x 20 = 400

b) The perimeter of the square is 80 millimeters, because 20 x 4 = 80

c) The area of the square is 40 square millimeters, because 20 x 2 = 40

d) The area of the square is 80 square millimeters, because 20 x 4 = 80

4) The side lengths of a field are shown below.

 - What is the perimeter of the field? e) 1.41 mi f) 3.18 mi g) 3 mi h) 2 mi

Kid Watching Tool

Date: 06/14/2017

Standard: TEKS 5.4H: Student will represent and solve problems related to perimeter and/or area and related to volume.

Objective: Students will be able to represent and solve problems of perimeter and area.

Student
Guided
Station
DOL
Notes
Name
Practice
1